反思性教学的两个问题链（下）

二、反思性教学操作的问题链 既然反思性教学是具有反思性质的教学实践而不是一种教学的方法，那么，其操作问题并不是一个反思性教学模式问题，而是一个教学反思的操作思路问题。我们认为，无论反思是发生在教学过程之前、之中还是之后，无论是对教学目标的反思还是对教学手段的反思，都存在着一个内在的教学反思的逻辑。本主要关注教学行动的反思操作，以此为例，说明’一个教学反思逻辑的客观存在。我们发现教学行动反思逻辑的展开，就是一个问题链：“我做了什么——我的做有效吗——我的做自身合理吗——我还能怎样做。”     

计算机辅助教学在数学教学中的应用

计算机辅助教学，是现代化教学的重要手段，它改变了传统的单一的教师讲、学生听的局面，在交互式学习环境中，学生可以在计算机上反复操作，直到理解。下面简单介绍计算机辅助教学在数学教学中的应用。一、概念的教学数学概念是由实际问题抽象而来的，因此在概念的教学中，可以利用计算机辅助教学。重视概念从实际的引入，通过从实际问题中抽象出数学概念的过程，帮助学生理解概念。例如，在定积分概念的教学中，首先提出这样的实际问题：曲边图形（如曲边梯形）的面积如何求呢？如求y一x’＋l、x—l、x一2及x轴围成的曲边梯形的面积。采用…     

例谈教学反思

教学反思，是指教师在先进的教育教学理论指导下，借助行动研究，不断对自身的教育教学实践进行深入的研究，通过发现问题、解决问题，努力提升教学实践的合理性，从而使自己成为专家型的教师的过程。教学反思的基本出发点是探究和解决教育教学实践中的问题。它涉及到教育教学过程中各个方面存在的问题(包括教学目标、内容、教学策略、师生关系等)，并努力解决这些问题。就教学过程而言，     

多媒体辅助教学存在的问题及对策

今天，信息技术已经渗透到人们学习、工作和生活的各个方面，在教育领域中，人们借助于信息技术改变传统的教学方式，多媒体辅助教学已在许多学校得到了广泛运用。多媒体辅助教学以其鲜明的教学特点、丰富的教学内容、形象生动的教学形式促进教学技术的信息化，给教育教学带来了深刻的变革，大面积提高教学质量，全面提高学生素质具有非常重要的作用。但计算机多媒体教学走进课堂仍存在一些问题。我们只有分析问题并解决这些问题，才能保证多媒体辅助教学的健康开展。     

小学语文创新型教学初探

创新型教学是一种有别于传统教学的新型教学体系。创新型教学引导学生发现、揣摩、探究，从而获得知识的结论，从而培养分析问题和解决问题的能力。在教学过程中，应鼓励学生提出一些与众不同的新见解、新观点、新思路，提出一些出乎意料又在情理之中的问题。     

浅谈教学设计

教学设计过程可分为宏观设计和微观设计。宏观设计在于进行教学的总体规划，制定教学体系的远景蓝图，以解决教学的宏观方法学问题；微观设计指确定教学活动计划以解决教学的近期规划问题。教学设计的方法采用系统方法，对教学目标进行活动分析、任务分析、作业分析。教学设计的原则遵循结构化原则、定向化原则、双向式原则、系统化原则等。     

论教学认识论向教学主体论的转向

长期以来，对于教学的哲学反思一直囿于教学认识论的范畴，反复追问教学是什么?“教学是什么”的问题在教学理论中被赋予前提性地位。然而这一问题所蕴涵的矛盾使之在理论与实践中都导致了其自身所无法克服的问题。要解决教学理论与实践中的问题，就必须改变对教学问题的追问方式，要从追问“教学是什么”转变为追问“教学如何存在”，即从教学认识论深化为教学本体论。     

论词语的语法教学

对外汉语语汇教学涉及语音、语义、语法及语用、化等诸多方面。以往的语汇教学基本以释义教学为核心，但实际上词语的语法教学也是教学中的难点，学生的问题、错误也多集中在词语与语法有关的方面。鉴于此，本将从两方面浅谈词语的语法教学问题：一是赂谈加强词语语法教学的必要性，二是详谈词语语法教学的具体内容及方法。     

论个性化教学的策略

理论界对个性教育问题作了比较深入的研究，但对个性化教学问题，如个性化教学的过程、原则、模式、策略等还缺乏探讨。因材施教、教学艺术化、教学审美化、自主创新性学习是个性化教学的重要策略。     

教学动力的本质与特征

教学动力问题是现代教学论的一个基本理论问题，也是教学进程的实践问题。５０年代以来，中外学者从不同的视有阐释教学动力，赋予它不同的含义，形成了各种各样的教学动力学说。这些研究成果对揭示教学动力的本质作出了积极的贡献，但是对教学动力的本质问题，远未取得共识。我们应从辨析教学动力的相关概念入手，探讨教学动力的本质，并在此基础上全面剖析教学动力的特征。     

幼儿科学教育中的教师提问类型和形式

在幼儿科学教育活动中,教师应根据幼儿探索的具体情况,选择问题的类型,运用提问的形式。常见的问题类型主要有：巩固性问题、理解性问题、探索性问题、比较性问题、发散性问题和应用性问题。常见的提问形式有：直问、曲问、顺问、逆 问、插问、追问、设问和反问。     

宝鸡方言疑问句初探

宝鸡方言疑问句和普通话疑问句一样,也可分为特指问句、是非问句、反复问句、选择问句四种,但结构形式有所不同,文章主要论述宝鸡方言特指问句、是非问句、反复问句、选择问句的特点。     

Role of concept definition, teaching examples, and practice on concept learning from prose

Two experiments were performed to evaluate the effects of definition adjunct questions on concept learning. Each experiment included 132 undergraduates at a large midwestern university. In both experiments, subjects studied a passage containing matched or unmatched application questions only, matched or unmatched application questions preceded by a definition question, definition questions only, or no questions at all. The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched application questions than in the unmatched application questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. In both experiments, only unmatched application adjunct questions preceded by a definition question produced significantly higher performance on the criterion questions than definition questions only. The discussion focused on the importance of definition questions for effective use of different types of application questions.     

英语听力课堂提问艺术

听力课堂提问的作用在于检验教学效果,促进学生思维和语言能力的发展;课堂提问要遵 循科学性、目的性、启发性和兴趣性的原则;提问可分为预听提问、回忆提问、分析提问和综合提问。认 真钻研教材,了解教育对象是提高课堂提问质量的根本途径。     

The role of relevant active questions in learning based upon successive presentations

Both active questions i.e. questions asked by subjects, and provided (or passive) questions i.e. offered to subjects as problems for solution, had been found to facilitate learning and retention of prose material when subjects were faced with a task of sufficient difficulty to challenge their competence. With difficult prose, boys and low ability subjects had gained most from active questions. These effects were more pronounced in the long term. In this study, the effects of relevant active questions i.e. questions which subjects can put alongside answers, are investigated and compared with those of active and provided questions, over a series of six presentations for both the short and the long term (i.e. after ten months). In the short term, although active questions give greater help than provided questions on the first presentation, and relevant active questions give the greatest improvement between the first and second presentations, provided questions are the most helpful overall. In the long term, however, both the active questions treatments prove to be as effective as provided questions. For low ability boys, the difference between treatments is negligble even in the short term; under the relevant active questions treatment the number of questions asked is greater; and the decline in inspection time over presentations is negligible.This study formed part of a Schools' Council Research project (Director: Dr. W. P. Robinson) in the Department of Psychology, University of Southampton.     

《韩非子》疑问句研究

《韩非子》一书反映了战国末期的语言特点,是汉语史研究不可多得的珍贵语料。在对《韩非子》疑问句穷尽调查后发现,其疑问句几乎都是由疑问词来发问的。疑问词包括疑问代词、疑问副词和疑问语气词;疑问句可分为特指问句、是非问句、选择问句、正反问句、反问句和测度问句六大类型。     

The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents

Adjunct question research has typically focused on the effects of adjunct questions on improving the learning of college students. This study investigated the effects of inserted and massed postquestions (inference, main idea, and detail), with and without feedback, on improving the comprehension skills of adolescents labeled as reading disabled. Students practiced using adjunct questions for 6 weeks. The results suggested that inserted questions (and to a lesser extent massed postquestions) were beneficial in improving the comprehension of texts that did not contain adjunct questions. Specifically, the results indicated that (a) inserted questions were more effective than massed postquestions or no questions, (b) massed postquestions were more effective than no questions, and (c) the effects of inserted questions on comprehension increased over the time of treatment. The beneficial effects of feedback were limited to inference and main idea questions. Copyright 2001 Academic Press.